Final Electronic Presentation

then here is another management of time.

During the second half of the semester, he decided that

you wanted to have two sessions, right?

Extra. That ended up being about two hours.

You gotta remember these 10th grader.

So I decided that in the second hour got somewhat

disengaged. So I decided to add a 10 minute period

between classes for him just to stretch to move about.

And, you know, I wanted to get him back from

time. So I thought, What's the best way to do

this again?

Send them a reminder.

I sent him times up clock, and that's simple.

But what it did was it made sure that he

got back on time.

And then he recognized that the 10 minutes that I

gave him work and it ended up working successfully many

of the time.

And then finally, uh, classroom, school and community culture.

This is another YouTube, but the link does not work,

but with classroom small community culture, it is a clip

between two students, um, Eva and Savannah.

Savannah was sleeping.

I homely broker by saying, Savannah, are you all right?

And to which the neighbor responds another night playing volleyball

with the boys and then Savannah said, Shut up.

Now here's the deal that is a toxic communication.

It's not good for the classroom is not good for

learning. So what I established at that point was, Hey,

my classroom is a place for positivity and we move

forward, and that's what I want to do in my

classrooms. I want to take conflict, and I want to

try to mediate it in a positive classrooms, feel safe,

impossible and so that they can put the whole Selves

in the class and not be afraid to be who

they truly are or not.

Be afraid.

Appears not to be ableto be afraid to communicate openly

because I feel like it's an English teacher.

Is especially important that all students feel safe and comfortable

with expressing themselves, and that they feel safe and comfortable

with their classrooms.

Mhm standard.

Six. So verbal communication.

Um, this is an artifact.

That's awesome.

Artifact a story.

So the artifacts says, fairly informed of instructions of the

assignment and passed back to each of them.

Know Ruben.

This was my first micro, and it did not go

as well as over the pope.

My middle of my lesson got a bit the puddle

models and other words that can describe a bit of

confusion. So by the end, my presentation off materials not

but later immersion.

I decided that clarity was what I wanted to focus

it. I would make sure that each and every thing

I instruct them, they would at least be sure that

what I was giving them is what they should do.

There would be short the instructions of the activities.

So during this time I actually found a note card.

Oh, points that I always make sure to hit where

I tell them to write it.

What I expected them, how long they have and what's

doing their thing.

So I spent a lot of time working on that,

and I think I eventually did improve them.

That skill and another non verbal communication is every session

I had, whether it was murder micro teaching, I made

sure to have a copy of schedule.

This is not a good photo of me, but it

is me holding up a schedule and for students.

They might hear me say this schedule, but like I

said, they're students who visually remember those they can see

it if they could see it Right now, I think

you can help students to remember what they are doing,

where they are in lesson and what they're working for

us. The So this is assessments and there's not to

me, uh, visual visual visual artifacts here.

But let's look into some of the 2nd 2nd.

This was a pre assessment was how do you find

voice and writing?

What aspects of writing it could have a certain voice.

Is the voice the same across all writing so that

I gave them excerpt where they could tell me what

type of voice that waas and you know, it was

a humorous voice, but when it gave was game students

the opportunity for me, But they already knew, and it

gave him starting point where if I noticed that if

I noticed a lot of students failed on these questions

that really need to hit hard on this unit and

that I need to focus a lot of attention, the

questions to students struggle.

Uh huh.

Here is my ending assessable.

It's not my ending assessment.

It's partially a formal assessment are no formative assessment, and

it was by their peers because I think your assessment

is people is important.

Like I said, I think that each student contribute to

learning of one another.

So this is actually an editing for So that is

basically with the topics that I've written about what is

personal, right, to entertain, persuading for him.

How do I want my voice come off in my

writing? How do I intend to have my writing left

to above boys?

How will I achieve this with word choice?

I will.

I achieve this with choice of structure.

So interesting about this is I'm actually super fill it

out before they wrote so they could direct.

Um, but in the pure editing process, I let pure

editors see this so that their edits could be specifically

targeted for what appears wanted to achieve.

I think that the communication where we went to those

learners, not even just to me it's the teacher, but

the one another can all help us grow better each

other. So data was a little bit hard to find.

But I do want to say that I did look

a data and my twittering sessions which I did not

record just for privacy reasons of the students.

I was constantly looking at his test, looking at where

he struggled in test one of the problem areas from

him was, uh, writing.

He the bank three answer questions Very well, but you

cannot without some direction, right on s a of the

normal life is great or not that he couldn't, but

by the fact that he just very much struggled with

and looking at his test, I realized that was what

was very he was great.

So throughout my lessons, I always try to reserve some

period of time just to work on writing every lesson,

asking Is there anything you wanna work with our work

towards a particular thing you want to write?

Because I really wanted him to realize that you could

company. Asked about how do you format an essay?

How do you expound on ideas?

How do you out my How do you draft?

How do you brainstorm?

And by seeing this test very much, was able to

target that skill.

And I was actually able toe help create his own

outlines for essence.

So this is a communications student.

Progress. I've done it.

Most are, you know, sooner, but I was asked to

write a letter, and this is a letter that I

wrote. And I did accept his name because, like I

said, privacy, I wrote his strengths.

I wrote that you put forth a good effort.

He always tried to influence strategy.

He had good humor and that I wrote some of

the challenges we had.

He had some struggle with memory of concepts and you

have trouble.

Okay? And then I wrote, Everybody work on in English

specifically what I needed to work on our history.

And in that way, you see, I communicated with students

progress to the next year help.

I hope that can save you some time and so

that they can immediately get into working with him on

areas that challenged but and so that he can immediately

recognize his strengths of war.

There's I do actually want to get on that because

I said it as much as it's important to communicate

the challenges that is equally as important to communicate because

ideally we build on strength.

But if we do not recognize the strength and it

takes us a long while to find it, then we're

wasting time if I can communicate to them what he's

good at.

Like how he's gonna be engaged, how he's going toe

implementing strategies that you teach him how he has a

good sense of humor and a good sense of creativity

they can use that create better hooks.

Bye. And relevant supplementary material that could benefit.

Overall, What I did was I just want to provide

them enough information so that they could move forward on

the best possible, but mhm special collaboration.

So I actually wish I had well, the videos.

I wish I had a video, but a lot of

the videos on Lee features like one base for time,

which they were speaking.

Um, but I did actually take some excerpts because it

was probably no one.

Out of all the people are proud to come that

had a better influence on me than and here is

your comment.

Actually. Thank you.

This is Katherine.

Um uh huh.

I like that you incorporated an agenda.

And then she told me that I had seven goals.

Way were like that.

I could consolidate them into two or three goals, maybe

four, but not seven, because that's never wants to you

see, that's something that makes a lot of sense.

But the great thing about having piers is there, not

you. And they can call out this simple mistakes that

you make make make you work that they could improve

things in simple ways as well.

Yeah, it wasn't hard to reduce it free, but the

fact that she had different eyes than I did allowed

me to see that allowed you to improve myself.

And another day.

Let's not forget Bill.

I watched my classmates to start lesson.

Now I had the ogre, but it was also micro

teeth. And, you know, I came up with my own

lessons and I do things my own way.

But seeing their style and seeing the ways they went

about accomplishing the goals of the teacher needs to accomplish

it impacted me significantly.

I mean, every time I watched them, I took away

some I took away.

Something is like, You know what?

I like that I like that.

I'm gonna incorporate that, and I'm going to try to

do it the Joe way because they taught effectively, and

when they didn't or when I didn't, we all were

willing to tell each other.

How we better improve ourselves.

And this is affect cooperative partnerships in support of morning.

This is my supervisor, Maggie.

Hi, Joe.

Thank you so much for helping.

No, this is actually not Maggie.

This is the father of, uh hi, Joe.

Thank you so much for helping my son with his

history. Something next week.

Onley before Thanksgiving.

I want all three tutoring sessions on English.

He was 11.

Lessons behind.

I would like for him to catch up.

Thanks. Now, that was something I had going for me.

It was the idea that students are my student.

I was tutoring, had a supportive father.

And I had a supportive supervisor on all three of

us. One communications, All three of us wanted what was

best. Okay.

And that was really helped me When he did bad

on his test.

His father told me he was fine.

That sounds.

His father told me when he's good, and his father

just wanted to say that he was doing good.

They told me all three of them worked incredibly hard

just to make sure the sessions fit into my schedule

sessions his schedule.

I think that being able to work cooperatively with all

of them, really improve the educational experience for him and

also improved my experience as an educator.

Okay, finally.

Professionalism, self assessment.

This seems artifact is really not Capture the full extent

to which I can answer this body indicator.

This is from my supervising English teacher pepper form.

Great job.

Your comments after the lesson in your reflection demonstrate that

you made the decision intentional that it worked out just

a little.

I I want to say that I was always trying

to improve myself.

I look back in my lessons and whenever I left

the lesson, the first question was, How could I have

done it better?

How could I've got misused?

Engaged? How could I made my lesson more type?

What could I could have?

But what should I should have added?

What do I think?

Distracting people?

What do I think is kind of

Final Electronic Presentation

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